Student Engagement Techniques

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TABLE&OF&CONTENTS&
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IMPROVING!STUDENT!LEARNING!THROUGH!ACTIVE!ENGAGEMENT! !
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What!is!an!Active!and!Engaged!Student?! ! IDEAS!AND!TECHNIQUES!THAT!MAXIMIZES!LEARNING!
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! Motivate!and!Care!! !
! Vary!Presentations! ! Teach!Students!to!Think! !
Exams!Are!Not!Just!Grades!
ENGAGING!THE!STUDENT! !
COLLABORATIVE!LEARNING! ! INVOLVING!STUDENTS!IN!A!LECTURE!COURSE! COLLABORATIVE!TECHNIQUES!FOR!TEACHING!STRATEGY!TYPE!
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Techniques!for!Reciprocal!Teaching! ! ! Techniques!for!Problem[Solving! ! ! Techniques!Focusing!on!Writing! ! !
BIBLIOGRAPHY! ! ! ! ! ! ! ADDITIONAL!RESOURCES!! ! ! ! !
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SAMPLE!COLLABORATIVE!ACTIVITIES! !
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Think[Pair[Share!! ! Round!Robin!! ! Buzz!Group!! ! Talking!Chips! ! Three[Step!Interview!! Critical!Debate! ! Note[Taking!Pairs!!! Learning!Cell!! ! Fishbowl!!! !
Role!Play! ! !
Jigsaw! ! ! Test[Taking!! ! Think[Aloud!! ! Send[A[Problem!!! Case!Study!!! ! Structured!Problem!Solving!! !
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Analytic!Teams! ! Group!Investigation! Affinity!Grouping! ! Group!Grid!! ! Team!Matrix!! ! Sequence!Chains!!! Word!Webs!! ! Dialogue!Journals!!! Round!Table!! ! Dyadic!Essays! ! Peer!Editing!! ! Collaborative!Writing!! ! ! Team!Anthologies!Paper!! !
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CTLE& 1!
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NOTES! &! &!
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The!“Explaining!CCSSE”!video!that!you!viewed!before!starting!this!handbook! provided!our!HCC!performance!stats,!explaining!why!our!students!need!to!be! ! actively!engaged!in!their!own!learning!through!collaboration,!community,!and! ! methods!that!promote!involvement.!The!success!of!our!students!depends!on! ! this.!Now!you!are!ready!to!start!this!handbook.!! !
DEFINE!TERMINOLOGY! !
Active!!
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Recognize!Active!Learning!
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Write!an!activity!that!will!involve!the! !! !
Implement!a!technique!engaging!the!
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& What&is&an&Engaged&and&Active&Student?&
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Engaged!students!are!involved!students.!Students!involved!in!learning!are! active.!Look!at!the!definitions!for!the!terms!engaged!and!active.!Engaged! means!involved!in!some!manner.!Active!means!moving,!participating!and!full!of! energy.!Students!who!are!engaged!are!not!sitting!still!and!just!listening.! Engaged!students!are!participating!and!interested.!
! Most!instructors!do!the!work!for!the!students.!Students!are!told!which!pages!in! the!text!to!read,!given!questions!to!answer!and!then!tested!over!their! knowledge!of!the!subject!which!is!simply!memorizing!the!information.!This!type! of!instruction!does!not!allow!the!student!to!become!personally!involved!and! thus!the!student!thinks!that!if!they!do!not!learn,!it!is!the!fault!of!the!instructor.!
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College!students!need!to!be!given!opportunities!to!be!involved!in!the!lesson.! When!we!provide!instruction!that!makes!the!student!think!about!the!lesson,!we! are!engaging!the!student!in!the!learning.!We!have!created!a!learning! environment!where!the!student!must!think!critically.!When!the!instruction! engages!the!student,!the!student!takes!more!of!an!ownership!of!the!learning.!
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The!goal!is!to!make!the!student!more!responsible!for!his/her!own!learning.! There!are!better!ways!to!deliver!information!other!than!straight!lecture.! However,!I!continually!hear!from!instructors!that!they!have!so!much! information!to!cover!and!lecture!is!the!only!way!to!do!that.!This!workshop!will! provide!you!with!interactive!strategies!that!take!a!few!minutes.!You!can!use! these!techniques!in!any!class.!You!will!leave!the!class!with!a!manual!that!is! simple!to!follow!and!will!provide!you!with!strategies!that!you!can!use!in!your! class!immediately.!
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& & CTLE& 2! !


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IDEAS&AND&TECHNIQUES&& TO&MAXIMIZE&STUDENT&LEARNING&
Motivate&and&Care&
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Students!are!first!and!foremost!people.!Each!student!is!a!unique!individual.! Students!who!know!that!the!instructor!cares!for!them!are!more!motivated!and! are!more!successful.!Remember!to:!
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• Teach!People!First.!
• Create!a!Community!of!Learners.!
• Learning!with!Enjoyment!Results!in!Retention.!
• Students!are!individuals.!
• Teach!People!First.!
• Learn!the!names!of!your!students.!!
• Address!students!with!a!“good!morning”!or!“how!are!you!doing?”!! • Be!polite!to!your!students.!Create!a!learner[centered!syllabus.!
• Create!a!Community!of!Learners.!
• Students!should!realize!ownership!in!the!class!.!
• Learning!with!Enjoyment!Results!in!Retention.!
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How!many!times!have!students!come!to!your!class!with!no!pencil,!paper!or! text?!Students!think!that!it!is!the!instructor’s!responsibility!to!teach!them!the! material!and!they!can!just!sit!and!soak!in!the!knowledge.!Students!need!to!be! reminded!that!this!is!not!a!tanning!booth,!but!a!classroom.!Students!need!to! recognize!their!ownership!in!the!course.!!
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• What!are!the!responsibilities!of!the!student?!!
• What!are!the!responsibilities!of!the!instructor?!! • What!components!make!a!good!classroom?!
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& & CTLE& 3! !


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Vary&Presentations&
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Every!instructor!presents!course!material!differently.!Presentation!style!is!a! reflection!of!the!instructor’s!personality!and!comfortableness!with!the!class!and! material.!A!total!change!of!one’s!instructional!style!is!not!always!warranted.! If!an!instructor!feels!comfortable!in!lecturing,!they!can!just!add!short!thought provoking!questions!to!their!lecture.!In!the!middle!of!the!lecture,!tell!students! to!turn!to!the!student!on!their!left!and!explain!a!point!that!you!had!just! explained!in!your!lecture.!
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When!you!are!lecturing,!you!need!to!stop!every!ten!or!twenty!minutes!and! involve!your!students!in!a!quick!review!of!what!you!just!taught!them.!They!can! tell!their!neighbor!or!write!it!down!or!shout!out!facts!or!draw!a!diagram.! Students!need!to!be!mentally!and!physically!active.!
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At!the!end!of!this!hand[out!is!a!section!that!details!collaborative!activities!and! when!to!use!each!activity.!Collaborative!activities!require!students!to!become! completely!involved!in!the!learning!as!they!are!actively!thinking!critically.!Some! instructors!use!these!on!a!regular!basis.!Other!instructors!will!use!collaborative! activities!occasionally!depending!on!the!material!being!taught.!
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& & CTLE& 4! !


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Teach&Students&to&Think&
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It!is!proven!that!students!listen!the!first!ten!minutes!of!class!and!the!last!ten! minutes.!If!the!students!are!not!actively!involved!in!those!70!minutes!in!the! middle,!the!majority!are!listening!to!parts!of!the!lecture!and!then!thinking!of! the!weekend!and!then!making!themselves!listen!to!a!few!more!minutes!before! thinking!of!the!text!they!want!to!send!to!their!girlfriend.!By!varying!activities!as! discussed!previously,!students!are!more!likely!to!stay!tuned!in!those!70! minutes.!However!instructors!can!use!those!first!ten!minutes!and!last!ten! minutes!as!teaching!moments.!
! When!you!open!your!lecture,!do!not!waste!precious!time!at!the!beginning!to!do! housekeeping!chores.!Remember!that!first!ten!minutes!is!important!because! they!are!alert.!Teach!an!important!concept!from!your!lecture!those!first!ten! minutes.!Involve!the!students.!Example:!Have!them!write!why!they!think!the! space!program!was!so!important!in!the!1960’s.!Tell!them!to!place!their!answer! face!down.!Later!in!the!lecture!when!you!discuss!the!importance,!tell!them!to! analyze!their!answer!to!determine!if!it!was!close!to!the!correct!answer.!Make! your!students!think.!The!more!they!actively!think!about!the!topic, the more they will remember.
When!you!close!your!lecture,!use!the!second!most!teachable!time.!Evaluate!the! lecture.!Have!students!write!the!most!important!points!from!the!lecture.!Have! students!share!with!their!neighbor,!the!most!important!concept!in!the!lesson.! Allow!students!to!share!what!they!liked!in!the!lesson!or!what!was!confusing.! Instructors!need!to!ask,!“What!was!the!most!confusing!concept!in!the!lesson! today?”!Instructors!should!want!to!know!what!points!they!need!to!cover!again.!
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& & CTLE& 5! !


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& Exams&Are&Not&Just&Grades& &
Students!look!at!the!grade!on!the!test!and!will!either!say!“Boy,!am!I!smart”!or! “That!instructor!wrote!tricky!questions.”!They!rarely!say,!“How!do!I!need!to! change?”!Students!need!to!learn!from!the!exam.!Startle!students!with!the!facts.! Write!the!five!highest!scores!and!the!five!lowest!scores.!Next!to!the!score,!write! the!number!of!class!sessions!that!student!missed.!Let!the!numbers!speak!for! themselves.!Naturally,!you!should!not!give!the!names!of!the!students.! Ask!students!to!write!the!number!of!hours!studied!and!when!they!studied.! Most!students!will!tell!you!5!hours!the!night!before!the!test.!Discuss!how!they! need!to!study!continually!during!the!semester.!
! List!the!test!questions!based!on!the!text!but!not!discussed!in!class.!Ask!students! to!count!how!many!of!those!they!missed.!List!the!test!questions!that!were! discussed!in!class!and!ask!students!how!many!of!those!they!missed.! Ask!students!to!write!a!note!to!themselves!to!answer!the!question,!“What!I! learned!taking!this!exam!that!I!want!to!remember!when!preparing!for!the!next! exam”.!After!5!minutes,!collect!the!notes.!Ten!days!before!the!next!exam,! return!the!notes!to!the!students.!
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& & CTLE& 6! !


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ENGAGING&THE&STUDENT&
& From&One&Thought&to&Many&
Have a dialogue with one’s self:
Have students think about and write their own thoughts on a topic. Example: Tell students to “analyze their essay for main ideas and supporting details”.
Dialogue with Others:
Put students in partners. Have the partners to read the essays and determine main ideas and details together. This dialogue with others can be in groups up to five people.
Analysis
Students can develop ideas based on the different opinions and thoughts of the other members of the group.
Doing
Students have an understanding of what they need to do to develop a better product. They will also have a stronger sense of what it is they need to learn.
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From&Many&Thoughts&to&One&
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Doing!! Instructor!randomly!selects!students!for!groups!and!then!provides!the!groups! with!a!problem!to!solve.!
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Dialogue&with&Others&
Students!will!work!together!to!find!a!solution.!
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& THE&BASICS&OF&COLLABORATIVE&LEARNING& !
Definition:!Approaches!that!engages!students!or!students!and!teachers! together!in!joint!intellectual!effort.!Most!of!the!time,!learning!occurs!in!groups! and!through!active!peer!effort!with!the!teacher!assuming!the!role!of!“coach”!or! “facilitator”.!(Smith!&!MacGregor,!1992)!
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Background:!Educational!psychologists!such!as!Piaget!(1954),!Bruner!(1966),! Freire!(1970,!1989),!and!Dewey!(1981)!have!proven!that!for!effective!learning! to!occur,!students!must!be!involved!and!active!in!the!learning!process.! Collaborative!learning!enables!students!to!learn!course!material!at!a!deeper! level!of!understanding!such!as!those!found!in!Bloom’s!Taxonomy!levels,! comprehension!(interpretation!and!translation),!application,!analysis,!synthesis,! and!evaluation.!Collaborative!learning!requires!internal!processing!of! information!rather!than!just!memorization!of!facts.!Collaborative!learning!is!the! best!approach!in!the!effective!teaching!of!all!learning!styles.!
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The!interactive!learning!methods!enhance!the!comprehension!of!course! content!by!students!with!varying!learning!styles,!thinking!styles!and!multiple! intelligences.!
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Basic&Elements&of&Collaborative&Learning&(Johnson,&1991):& 1.!Positive!Interdependence!
2.!Face[to[face!promotive!interaction!
3.!Individual!accountability!
4.!Interpersonal!and!small!group!skills!
5.!Group!processing!
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& & CTLE& 8! !


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& THE&BASICS&OF&COLLABORATIVE&LEARNING&(CONTINUED)& &
Forming&Groups:&
1.!Do!not!tell!students!to!“get!into!groups”.!Students!will!select!their!friends.! Some!students!will!always!be!“left!out”.!We!do!not!want!students!to!feel! awkward.!Students!always!need!to!feel!comfortable!in!class.! 2.!Assign!the!groups!based!on!various!goals!of!the!groups.!Sometimes!you!can! number!the!students!off!and!then!have!all!of!the!one’s!form!a!group!with!the! two’s!forming!another!group!and!continuing!until!all!numbers!are!in!groups.! 3.!You!may!create!heterogeneous!groups!that!encourage!students!to! understand!each!other!better.! 4.!Assign!roles!within!the!groups!to!discourage!one!student!becoming!a! “sponge”.! 5.!If!you!do!not!assign!a!role,!randomly!select!group!members!to!report!on!the! work.!
6.!Groups!should!never!be!more!than!5!students.! 7.!Group!members!should!never!have!three!or!more!members!lined!up! horizontally.!Have!members!facing!each!other.!If!students!are!in!desks,!move! desks!in!a!circle!so!that!they!touch!each!other.!If!one!student!has!a!desk!that!is! apart!from!the!circle,!that!student!will!likely!not!be!involved!in!the!group! discussion.! 8.!Students!may!be!placed!in!permanent!and!semi[permanent!groups!during! the!semester.!Students!who!work!in!groups!in!classes!experience!a!feeling!of! community.!In!community!colleges,!this!learning!community!feeling!occurs!in! the!classroom.!(Students!who!experience!a!learning!community!are!less!likely! to!drop!out.!(Tinto,!1987)!
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& & CTLE& 9! !


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& INVOLVING&STUDENTS&IN&A&LECTURE&COURSE& &
Stop&and&Think&and&Explain:&
& Occasionally!during!the!lecture,!have!students!turn!to!the!person!sitting!next!to! them!and!explain!why!this!particular!concept!(that!was!just!explained!in!the! lecture)!is!important!to!know.!How!does!this!concept!connect!with!today?!How! can!you!use!this!concept?!How!does!this!concept!relate!to!the!course!topic?!5! minutes!
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Muddy&Water:&
& At!the!end!of!the!class,!have!students!write!the!concepts!from!the!lecture!that! were!the!most!confusing!for!them.!Have!the!students!give!those!to!you!as!they! leave!the!classroom.!Start!your!next!lecture!explaining!those!concepts.!5!to!10! minutes!
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What&Do&You&Really&Know?&
& At!the!beginning!of!the!lecture,!have!students!take!a!sheet!of!paper!and!fold!it! into!three!parts.!Have!students!write!the!lecture!topic!at!the!top!of!the!page.! Then!have!students!write!what!they!know!about!the!topic!in!the!first!column.! Have!students!write!questions!that!they!may!have!about!the!topic!in!the! second!column.!Then!at!the!end!of!the!lecture,!have!students!write!in!the!third! column!the!information!they!learned!on!that!topic.!10!minutes!
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Do&You&Know&What&I&Know?&
& At!the!end!of!a!section!of!the!lecture,!have!students!close!their!book.!Then!tell! them!to!write!a!question!about!a!point!that!was!just!lectured!on.!They!need!to! know!the!answer!but!not!to!write!the!answer!down.!Then!have!the!students! pass!their!written!question!to!the!student!on!their!left.!That!student!should! write!their!answer!to!the!question!and!return!the!question!and!answer!to!the! original!student.!That!student!will!then!check!off!the!answer!if!it!is!correct!or! write!the!correct!answer!and!show!the!student!the!correct!answer.!This!is!an! excellent!activity!for!math!classes.!10!minutes!
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& & CTLE& 10! !


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& Collaborative&Techniques&That&Can&Be&Used&In&Lectures:& &
1.!Round!Robin!–!periodically!during!the!lecture,!stop!and!ask!students!to! generate!a!list!of!the!important!information!from!the!lecture!without!looking!at! notes!or!textbooks.!
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2.!Note[Taking!Pairs!–!at!the!end!of!the!lecture!or!during!the!lecture,!have! students!compare!their!notes!with!the!person!sitting!on!their!right.!
! 3.!Grid!–!distribute!a!grid!with!topics!and!main!ideas!of!the!course!information.! Have!students!complete!the!information.!
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4.!Think[Pair[Share!–!After!lecturing!on!a!topic,!present!a!question!such!as! “Explain!the!main!idea!behind.”!Ask!student!to!think!about!it!and!then!explain! their!answer!to!the!student!on!their!left.!
! 5.!Word!Webs!–!Ask!students!to!generate!a!list!of!related!ideas!on!a!topic!from! the!lecture!and!then!draw!lines!to!represent!the!connections!
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& & CTLE& 11! !


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& COLLABORATIVE&TECHNIQUES&FOR&TEACHING&STRATEGY&TYPE& Adapted!from!Barkley,!Cross!and!Major!
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Techniques&for&Discussion&
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1.!Think[Pair[Share! Instructor!introduces!a!topic!with!a!question.!Students!are!asked!to!share!their! thoughts!about!the!topic!with!other!students!in!the!group.!
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2.!Round!Robin! This!is!a!brainstorming!activity!that!encourages!students!to!generate!and!share! ideas.!It!is!a!great!method!for!students!to!hear!many!viewpoints!on!a!topic!to! “jump[start”!their!own!thinking.!
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3.!Buzz!Group! Small!groups!of!students!respond!to!questions!on!course!topic.!Groups! generate!topic!information!and!ideas!in!a!short!period!of!time.!
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4.!Talking!Chips! Ensures!equal!participation!by!requiring!each!speaker!in!a!group!to!surrender!a! token!when!sharing!thoughts!concerning!topics.!
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5.!Three[Step!Interview! Pairs!of!students!interview!each!other!and!then!report!to!other!pairs.! Interviewers!listen!carefully!without!imposing!their!own!opinions.!Then!the! interviewer!must!synthesize!responses!to!share!with!other!students.!
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6.!Critical!Debate! Students!must!select!the!opposite!side!of!their!own!belief.!Requires!students!to! comprehend!and!analyze!other!viewpoints!on!course!subjects.!Students!will! deepen!their!understanding!of!information.!
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& & CTLE& 12! !


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& COLLABORATIVE&TECHNIQUES&FOR&TEACHING&STRATEGY&TYPE& Adapted!from!Barkley,!Cross!and!Major!
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Techniques&for&Reciprocal&Teaching&
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7.!Note[Taking!Pairs! Students!share!and!discuss!notes!taken!in!class!or!on!reading!assignments.! Student!pairs!work!together!to!add!or!enhance!individual!notes.!
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8.!Learning!Cell! Individual!students!develop!questions!from!a!lecture!or!reading!assignment.! The!questions!are!posed!to!a!partner!requiring!both!partners!to!answer!and! explain!solutions.!
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9.!Fishbowl! An!outer!circle!of!students!sits!around!a!smaller!circle!of!students.!The!smaller! circle!discusses!class!topics!in[depth!while!outer!circle!takes!notes!and!listen!so! they!can!critique!and!discuss!the!discussion.!
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10.!Role!Play! Students!actively!apply!knowledge!to!engage!in!“learning!by!doing”.!Students! assume!a!role!and!must!demonstrate!their!knowledge!by!actively!applying! understanding!of!the!topic.!
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11.!Jigsaw! Small!groups!discuss!a!topic!and!then!devise!methods!of!teaching!this!topic!to! other!students.!The!group!breaks!up!and!each!“expert”!member!goes!to! another!group!to!teach!the!topic.!
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12.!Test[Taking!Teams! Small!groups!of!students!study!for!an!exam.!Each!student!takes!the!exam! individually.!Then!the!students!regroup!to!take!the!exam!together.!This! technique!encourages!a!deeper!understanding!of!material.!
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& & CTLE& 13! !


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& COLLABORATIVE&TECHNIQUES&FOR&TEACHING&STRATEGY&TYPE& Adapted!from!Barkley,!Cross!and!Major!
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Techniques&for&Problem&Solving&
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13.!Think[Aloud!Pair!Problem!Solving! Student!partners!have!roles!of!“problem!solver”!and!“listener”.!The!problem! solver!discusses!the!steps!in!solving!a!problem.!The!listener!provides! suggestions!if!the!steps!are!unclear.!This!technique!emphasizes!the!problem[ solving!steps!rather!than!the!final!product.!
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14.!Send[A[Problem! A!group!of!students!will!solve!a!problem!and!pass!the!problem!to!another! group.!The!next!group!will!solve!the!same!problem!without!looking!at!the! solution!of!the!last!group.!The!last!group!will!analyze!their!solution!and!the! solutions!of!the!previous!groups!and!report!and!explain!the!best!solution!to!the! class.!
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15.!Case!Study! This!is!an!excellent!way!to!relate!theory!to!reality.!Student!groups!study!and! analyze!cases!by!applying!course!concepts.!
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16.!Structured!Problem!Solving! Groups!of!students!will!solve!a!complex!problem!within!a!given!amount!of!time.! Students!learn!to!identify,!analyze!and!solve!problems!in!an!organized!manner.! !
17.!Analytic!Teams! Group!members!have!assigned!roles!of!summarizer,!connector!(relates! information!to!prior!knowledge!or!outside!world),!proponent,!and!critic.!Roles! are!assigned!prior!to!lecture,!reading!assignment!or!viewing!video.!Members! will!discuss!information!based!on!their!role.!
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18.!Group!Investigation! Student!groups!plan,!conduct!research,!and!report!on!in[depth!research! projects.!
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& & CTLE& 14! !


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Techniques&for&Using&Graphic&Information&Organizers&
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19.!Affinity!Grouping! Individual!students!will!generate!and!write!ideas!on!a!given!topic.!Groups!will! be!formed!and!the!ideas!will!be!shared.!Group!members!will!organize!ideas!into! categories!as!they!generate!common!themes.!
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20.!Group!Grid! Instructor!provides!a!grid!with!concepts!listed!in!columns!and/or!rows.!Groups! will!complete!grid!from!information!in!the!text,!lecture!or!scrambled!lists!from! instructor.!
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21.!Team!Matrix! Groups!are!asked!to!discriminate!between!similar!concepts!by!marking!on!a! chart!the!presence!or!absence!of!defining!features.!
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22.!Sequence!Chains! Groups!identify!specific!points!in!a!series!and!then!apply!knowledge!and! reasoning!to!arrange!these!points!in!a!logical!sequence.!
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23.!Word!Webs! Groups!will!generate!related!ideas!of!a!central!word,!phrase!or!question,! provided!by!the!instructor.!Concept!maps!will!be!drawn!using!arrows!and!lines! to!connect!the!ideas!and!the!topic.!
COLLABORATIVE&TECHNIQUES&FOR&TEACHING&STRATEGY&TYPE&
Adapted!from!Barkley,!Cross!and!Major! !
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& & CTLE& 15! !


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& COLLABORATIVE&TECHNIQUES&FOR&TEACHING&STRATEGY&TYPE& Adapted!from!Barkley,!Cross!and!Major!
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Techniques&Focusing&on&Writing&
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24.!Dialogue!Journals! These!journals!are!kept!by!individual!students,!where!they!write!about!a! reading,!lecture,!or!experience.!Students!then!exchange!journals!and!responds! to!entry!of!other!student.!
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25.!Round!Table! Groups!are!given!a!written!prompt.!The!prompt!is!passed!within!the!group!with! each!member!writing!a!few!words!or!phrases!on!the!same!sheet!of!paper.!
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26.!Dyadic!Essays! Individual!students!write!an!essay!question!and!an!answer!on!a!reading! assignment,!lecture!or!other!activity.!Students!exchange!questions!and!write! answers!and!then!discuss.!
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27.!Peer!Editing! Using!a!peer!review!form,!students!will!review!and!provide!feedback!on!a! partner’s!paper.!
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28.!Collaborative!Writing! Student!pairs!will!write!a!paper!together!following!steps!and!procedures! defined!by!the!instructor.!
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29.!Team!Anthologies! Student!teams!compile,!annotate,!prepare!and!print!an!anthology!if!course! related!materials.!
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30.!Paper!Seminar! Students!make!presentations!of!a!paper!within!small!groups.!A!couple!of!group! members!act!as!formal!respondents!to!the!paper.!
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& & CTLE& 16! !


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Purpose:&&
THINKdPAIRdSHARE&
Discussion&Technique& adapted&from&Barkley,&Cross,&and&Major&
Instructor!introduces!a!topic!with!a!question.!Students!are!asked!to!share!their! thoughts!about!the!topic!with!other!students!in!the!group.!
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Instructor:& 1.!Prepare!a!question!that!has!many!responses!and!requires!students!to! evaluate,!synthesize,!or!analyze.! 2.!Plan!on!how!to!present!the!question!to!your!students...!Write!it!on!the!board,! overhead,!or!orally,!etc.! 3.!Plan!on!how!you!expect!students!to!respond...!One!will!respond!verbally!or!in! written!format!or!both!will!respond.!
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Steps:&
1.!Present!the!question.!Have!students!think!about!their!answer.! 2.!Have!students!find!a!partner.! 3.!Pairs!will!discuss!question!and!their!individual!answer.!The!answers!may! differ.!Hopefully,!through!discussion!they!will!develop!a!joint!answer.! 4.!Students!will!provide!their!answer!with!justification!and!explanation!in! format!determined!by!instructor!(see!#3!above).!
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Disciplines:&
Hybrid'Class:!On!one!day!of!the!week,!the!instructor!posts!three!questions! online!that!require!students!to!read,!understand,!and!apply!concepts!from! readings!that!will!prepare!them!for!the!next!week’s!in[class!activities.! Partners!must!work!together!to!answer!the!questions!before!class!meeting.! During!the!first!10!minutes!of!the!class,!the!partners!meet!as!a!quad!to!discuss! their!answers!and!prepare!a!group!answer!sheet.!
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Online&Variation:&
1.!Assign!student!pairs!to!work!over!an!extended!time!period!(one!week,!three! weeks,!the!entire!semester,!etc.).! 2.!Post!the!question!on!the!discussion!board!or!assignment!page.! 3.!Students!will!work!with!their!partner!to!develop!their!respond.! 4.!One!student!will!provide!written!response!to!the!instructor.!
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& & CTLE& 17! !


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ROUND&ROBIN&
Discussion&Technique& adapted&from&Barkley,&Cross,&and&Major&
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Purpose:& To!help!students!generate!lists,!review!material,!or!to!think!ahead!of!material! to!be!discussed.!It!is!a!great!method!for!students!to!learn!terms!that!need!to!be! memorized.!
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Instructor:& 1.!Create!thought!provoking!questions!or!problems!that!can!be!quickly! answered!with!varied!responses.! 2.!Practice!to!determine!how!many!responses!you!can!create!and!the!time!that! it!takes!you.!This!will!give!you!an!idea!of!the!amount!of!time!to!give!students!
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Steps:&
1.!Place!students!in!groups!of!four!to!six.! 2.!Ask!for!one!group!member!to!volunteer!to!be!the!recorder!of!information.! 3.!Discuss!“brainstorming”!with!the!students.!They!need!to!know!that! brainstorming!is!a!sharing!of!ideas!and!that!the!purpose!is!for!the!groups!to! generate!as!many!responses!as!possible.! 4.!Explain!that!one!student!in!each!group!will!begin!by!stating!an!idea!or!answer! aloud.!Then!each!group!member!will!respond.!You!may!specify!to!students!that! they!should!answer!in!clockwise!direction.!You!may!explain!that!they!will! respond!to!previous!member’s!comments!or!that!they!need!to!present!a!new! idea!or!thought.!Every!group!member!will!respond.! 5.!You!must!tell!the!students!if!you!expect!them!to!go!around!more!than!once.! Be!sure!to!give!them!a!time!limit.! 6.!This!activity!can!be!very!quick!and!can!be!done!in!5!minutes.!
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& & CTLE& 18! !


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ROUND&ROBIN&
Discussion&Technique& adapted&from&Barkley,&Cross,&and&Major& (Continued)&
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Disciplines:& Science:&Terms!and!lists!that!need!to!be!memorized.!Math:!Formulae!that!need! to!be!learned.!ESL:!Repetition!of!words!and!phrases!that!need!to!be!learned.! Foreign!Languages:!Repetition!of!words!and!phrases!that!need!to!be!learned.! Entire!sentences!and!phrases!can!be!created.!One!student!starts!with!a!word,! another!student!will!add!a!word!and!so!on!until!a!complete!sentence!is!formed.! !
Online:&
1.!Students!can!post!an!idea!or!thought.! 2.!Another!student!will!post!a!new!idea.! 3.!There!will!be!a!new!idea!from!each!student.! 4.!Students!should!not!agree,!disagree!or!question!with!what!has!been!posted! by!others.! 5.!Remember,!this!is!brainstorming.!Students!must!realize!that!there!are!no! right!or!wrong!answers!in!brainstorming.! 6.!This!can!be!done!in!chat!room!or!on!a!discussion!board!within!a!certain!time! frame.!
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& & CTLE& 19! !


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Purpose:&
BUZZ&GROUPS&
Discussion&Technique& adapted&from&Barkley,&Cross,&and&Major&
Introduction!to!material!to!be!discussed!in!class.!Students!will!only!exchange! ideas.!They!will!not!develop!answers.!
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Instructor:& 1.!Create!prompts!that!encourage!thinking!of!the!subject!to!be!discussed!in! class.! 2.!Try!to!respond!to!the!questions!to!yourself!to!determine!if!discussion!of! these!will!enhance!the!understanding!of!the!lesson!material.!
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Steps:&
1.!Place!students!in!groups.! 2.!Give!the!students!the!prompt!with!the!time!limit!for!the!discussion!of!the! prompt.! 3.!Tell!students!that!they!will!exchange!ideas!in!response!to!the!prompt.! 4.!Walk!around!and!listen!to!the!discussion!in!the!groups.!If!you!hear!that! students!are!not!on!subject,!shorten!the!time!limit.!If!the!time!limit!is! exhausted,!but!students!are!still!discussing!material,!provide!a!longer!time!limit.! 5.!At!the!end!of!the!time!limit,!have!students!return!to!their!discussion!seats! and!begin!class!discussion!with!the!prompt.!
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Disciplines:& Works!well!with!all!disciplines!to!encourage!students!to!think!about!topics.!Can! be!used!with!lecture!classes!as!well.!
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Online:&
1.!Form!groups!of!8!to!12!at!the!beginning!of!the!semester.! 2.!Post!discussion!prompts!on!the!group!forums!and!require!each!student!to! respond!at!least!twice.! 3.!One!response!may!be!to!the!prompt!and!one!to!another!student’s!response! to!the!prompt.!
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& & CTLE& 20! !


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Purpose:&
TALKING&CHIPS&
Discussion&Technique& adapted&from&Barkley,&Cross,&Major&
To!allow!all!students!in!a!group!to!speak!without!one!student!dominating!the! group!discussion.!
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Instructor:&
1.!Create!a!question!for!group!discussion.! 2.!Collect!items!that!can!be!used!as!tokens.!You!should!have!enough!items!to! give!each!student!3!to!5!tokens.!Tokens!can!be!paper!clips,!poker!chips,!or!any! other!small!item.!
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Steps:&
1.!Place!students!in!groups.!
2.!Each!student!will!be!given!3!to!5!tokens.! 3.!Give!students!the!question!or!topic!to!be!discussed.! 4.!When!each!student!responds!to!the!question!or!topic,!they!will!surrender! one!token.!The!tokens!will!be!placed!as!to!be!visual!to!all!in!the!group.! 5.!Specify!that!discussion!will!be!over!when!all!tokens!have!been!surrendered.!
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Disciplines:& Calculus:!Give!each!student!a!poker!chip.!Pose!a!problem!to!students!in!a!group! or!in!the!entire!class.!Give!problems!to!the!groups!and!when!students!make!a! comment,!pose!a!question,!solve!part!of!the!problem!or!question!another! student’s!comments,!their!poker!chip!is!placed!into!a!stack!in!the!middle!of!the! group.!When!the!poker!chip!is!gone,!the!student!may!not!speak!again!until!all! chips!are!in!the!stack!and!redistributed.!
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Online:& 1.!Post!a!topic!with!policy!of!how!many!times!a!student!can!reply!and!the! length!of!each!reply.!
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& & CTLE& 21! !


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Purpose:''
THREE–STEP&INTERVIEW&
Discussion&Technique& adapted&from&Barkley,&Cross&and&Major& &
Bridges!the!gap!between!prior!knowledge!that!the!student!brings!to!the!class! and!information!taught!in!the!class.!
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Instructor:&
1. Create!interview!questions!
Examples:!
[!What!was!the!most!difficult!homework!problem?!Why?! [!What!math!formula!is!the!hardest!to!learn?!Why?! [!Which!musician!of!today!will!people!be!listening!to!in!50!years?!Why?!
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Steps:&
1.!Divide!students!into!groups!of!four.! 2.!Then!within!each!group!divide!into!pairs.! 3.!Student!A!will!interview!B.!Student!C!will!interview!D.!The!interviewer!asks! questions,!listens,!and!probes!for!more!information,!but!DOES!NOT!respond!to! information.!After!a!certain!amount!of!time,!interviews!will!stop.! 4.!Then!the!pairs!will!switch!the!roles!and!interview!the!other!partner!for!the! same!amount!of!time.! 5.!Students!A!and!B!will!introduce!each!other!with!summaries!of!their!partner’s! interview!responses.!C!and!D!will!do!the!same.!
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Disciplines:& Introduction'to'Music:!“What!musician!recording!today!do!you!think!people! will!still!be!listening!to!in!fifty!years,!and!why?”!Students!are!placed!in!groups!to! interview!each!other!on!this!topic.!Groups!will!share!their!lists!with!class,!as!the! instructor!writes!the!information!on!the!board.!Then!the!entire!class!will!discuss! the!characteristics!that!the!musicians!have!in!common!to!better!categorize!the! musicians.!
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Online:&
1.!Place!students!into!groups!of!four.!Then!subdivide!into!A/B!and!C/D.! 2.!Give!the!question.! 3.!Students!must!interview!each!other!and!then!introduce!and!summarize!the! information!received!from!their!partner.! 4.!The!difference!between!steps!explained!above!and!online!is!the!time!frame.! Students!online!must!be!given!a!few!days!to!respond.!
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& & CTLE& 22! !


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CRITICAL&DEBATE&
Discussion&Technique& adapted&from&Barkley,&Cross&and&Major&
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Purpose:&
Exposes!students!to!varied!viewpoints!of!the!same!topic.!
Instructor:!
1.!Find!a!topic!that!has!two!opposing!viewpoints.! 2.!Present!the!topic!in!lectures,!discussion!or!texts.!Students!need!to!have!some! knowledge!on!topic!before!this!activity.! 3.!Decide!on!the!rules!that!expect!students!to!follow:!
[!how!long!will!side!speak?! [!how!will!you!divide!the!class!into!teams?! [!will!one!person!from!each!team!speak!or!will!all!members!talk?!
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Steps:& 1.!You!may!allow!students!to!select!which!side!of!the!proposition!that!they! would!like!to!represent.!Then!you!will!have!students!argue!for!the!opposite! side.!The!purpose!is!to!help!students!analyze!and!develop!a!thorough! understanding!of!the!proposition.! 2.!Divide!students!into!4!to!6!member!teams.! 3.!Give!students!time!to!discuss!and!organize!their!arguments.!(15!to!30! minutes).! 4.!Tell!students!the!amount!of!time!each!side!will!have!to!present!their! argument.! 5.!After!arguments!are!presented,!then!give!teams!10!to!15!minutes!to!prepare! their!rebuttals.! 6.!After!the!debate,!a!class!discussion!to!summarize!the!important!points!will! finalize!the!lesson.!Allow!students!to!express!the!experience!of!arguing!opinions! that!they!do!not!hold.!
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Online:&
1.!Prepare!as!listed!above.! 2.!Provide!students!with!a!written!explanation!of!the!proposal!and!assignment! directions.! 3.!Give!students!one!or!two!weeks!to!read!and!research!the!propositions.! 4.!Open!the!forums!to!all!students.!
5.!Then!have!the!students!read!all!of!them.! 6.!Give!students!an!additional!week!to!research!and!write!rebuttals.! 7.!Have!students!post!a!follow[up!on!the!discussion!board!and!share!their! thoughts!about!their!own!viewpoints.!
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& & CTLE& 23! !


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NOTEdTAKING&PAIRS&
Reciprocal&Teaching&Technique& adapted&from&Barkley,&Cross&and&Major&
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Purpose:& As!most!students!are!poor!note[takers,!this!activity!allows!students!to!share! missed!information,!and!correct!their!notes.!This!activity!can!be!great!for! lecture!classes,!but!also!can!be!used!for!reading!assignments.!It!allows!auditory! learners!to!verbalize!and!repeat!information!and!allows!visual!learners!to!add! more!notes!and!reread!their!notes.!Perfect!activity!for!lecture!courses.!
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Instructor:&
1.!Prepare!an!organized!lecture.!
2.!During!the!lecture!speak!slowly.! 3.!Use!PowerPoint,!overhead!or!whiteboard!to!present!detailed!information! and!the!main!topics!and!subtopics!of!the!lecture!information.!
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Steps:&
1.!Students!will!take!notes!from!the!lecture.!
2.!Place!students!with!a!partner.! 3.!Partner!A!will!summarize!his/her!notes!while!partner!B!provides!additional! information.! 4.!Partner!B!will!summarize!his/her!notes!with!partner!A!providing!input.! 5.!You!may!want!to!periodically!stop!the!lecture!and!give!students!5!minutes!to! do!this!activity!or!you!may!want!students!to!wait!until!the!end!of!the!lecture.!
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Disciplines:& Physics:!Place!students!in!pairs.!Have!students!compare!and!discuss!notes!the! last!ten!minutes!of!each!lecture.!Reassign!students!to!a!different!partner!after! each!exam.!Statistics:!Students!work!with!a!partner!to!compile!notes!and! submit!both!individual!and!collaborative!notes!as!an!in[class!portfolio.! Portfolios!are!due!at!midterm!and!at!the!end!of!the!semester.!Partners!were! changed!at!midterm.!
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Online:&
1.!Assign!students!a!partner.!
2.!Assign!a!reading!assignment! 3.!Have!partners!e[mail!each!other!with!the!notes!that!they!have!taken.! This!is!an!excellent!activity!to!ensure!that!students!are!covering!the!assigned! readings.!
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& & CTLE& 24! !


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Purpose:&
LEARNING&CELL&
Reciprocal&Teaching&Technique& adapted&from&Barkley,&Cross,&and&Major&
To!require!students!to!analyze!the!content!of!the!curriculum.!When!students! create!questions!on!the!material,!their!understanding!of!the!material!deepens.! Excellent!method!of!requiring!students!to!not!only!read!the!text,!but!to! understand!the!text.!
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Instructor:&
1.!Review!how!to!write!good!questions!with!your!students.! www.4faculty.org/includes/107r1.jsp!!
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Steps:& 1.!Have!the!students!develop!a!list!of!questions!on!a!particular!part!of!the! material.!Students!will!write!the!questions!individually.!Tell!students!how!many! questions!to!write!with!a!given!time!limit.!
2.!Place!students!in!pairs.! 3.!Student!A!will!ask!a!question.!Student!B!will!answer!the!question.!Student!A! will!provide!corrections!and!explanations!or!clarification!to!Student!B’s!answer.! 4.!Student!B$will!then!ask!Student!A!the!next!question.!Step!#!3!will!be!repeated! until!all!questions!are!answered.!
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Disciplines:& Art'History:!Ask!students!to!develop!two!questions!for!each!school!of!art!such! as!Dada,!and!Expressionism.!Math:!Students!will!write!five!problems!using!a! particular!formula.!
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Online:& 1.!Students!can!be!placed!in!pairs!and!then!required!to!e[mail!each!other!with! the!questions!and!then!the!answers.!
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& & CTLE& 25! !


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FISHBOWL&&
Reciprocal&Teaching&Technique&& adapted&from&Barkley,&Cross&and&Major&
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Purpose:& To!allow!students!to!participate!in!an!in[depth!discussion!of!course!material.! Instructor:! 1.!Decide!your!role.!Do!you!want!to!facilitate!the!inner!circle!discussion!or! observe!both!circles?! 2.!Prepare!a!topic!or!topics!that!will!allow!numerous!viewpoints!and!answers.! &
Steps:& 1.!You!will!select!5!–!10!students!to!be!the!inner!circle!students.!They!will! arrange!their!chairs!in!a!circle.!Then!the!remaining!students!will!arrange!their! chairs!around!the!inner!circle!forming!an!outer!circle.! 2.!You!will!inform!the!students:!
[ only!inner!circle!students!will!talk.!
[ outer!circle!students!will!observe!and!take!notes!on!material!and!!!!
discussion!behavior.!
[ outer!circle!students!will!not!talk!during!the!discussion.!
3.!The!discussion!topic!will!be!given!to!the!inner!circle!students.!Give!them!a!5! to!10!minute!time!frame.!You!do!not!want!to!go!longer!as!the!outer!circle! students!will!become!bored!and!stop!listening.! 4.!Then!ask!all!students!to!discuss!the!methods!of!discussion!and!then!the!topic! that!was!discussed.! 5.!You!may!want!to!have!the!inner!circle!talk!for!5!minutes!and!then!have!a!new! inner!circle!talk!on!the!same!subject!for!another!5!minutes.!This!will!encourage! the!outer!circle!to!pay!attention!as!they!may!be!called!on!next!to!move!to!the! inner!circle.!
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Online:&
1.!Assign!students!to!inner!circle!and!outer!circle.! 2.!Assign!the!discussion!topic.! 3.!Allow!inner!circle!to!discuss!for!a!week!and!then!allow!outer!circle!to!make! comments.!
4.!Then!switch!the!outer!circle!students!to!inner!circle!students.! 5.!Give!them!an!extended!discussion!topic!of!the!original!topic.! 6.!Allow!them!a!week!for!discussion.! 7.!Then!have!all!students!provide!their!observations!as!outer!circle!students.!
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& & CTLE& 26! !


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ROLE&PLAY&
Reciprocal&Teaching&Technique& adapted&from&Barkley,&Cross,&and&Major&
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Purpose:&
Allows!students!to!apply!course!information!to!actual!activities.!
Instructor:! 1.!Choose!scenarios!that!capture!the!essence!of!the!course!concepts.! 2.!Decide!the!number!of!characters!for!each!scenario.!
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Steps:&
1.!Assign!students!to!groups.! 2.!Give!each!group!information!on!the!scenario!for!which!they!are!responsible.! 3.!You!may!allow!group!members!to!decide!who!will!do!what.! 4.!Give!students!a!time!limit!on!the!preparation!of!the!scenario! 5.!Provide!students!with!the!time!restriction!or!other!boundaries!on!the! presentation!of!the!scenario.! 6.!Have!students!discuss!each!scenario!after!the!presentation.!
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Disciplines:& 1.!Business:!Students!will!enact!a!job!interview!highlighting!different! personality!types.! 2.!History:!Students!will!interpret!the!roles!of!the!American!soldier,!the!German! soldier!and!the!French!freedom!fighter.! 3.!ESL:!Students!will!enact!ordering!at!a!restaurant.!
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Online:&
1.!Assign!roles!privately!to!students.! 2.!Either!have!one!student!start!the!conversation!in!the!Chat!Room!or!you!start! it,!so!that!it!is!obvious!from!the!conversation!who!should!be!the!next!character! to!speak.!The!anonymity!of!the!online!role!playing!is!beneficial!to!those! students!who!have!difficulty!speaking!in!front!of!people.!
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& & CTLE& 27! !


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JIGSAW&
Reciprocal&Teaching&Technique& adapted&from&Barkley,&Cross&and&Major&
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Purpose:& Allows!students!to!take!ownership!of!the!material!by!having!them!teach!it!to! others.!
Instructor:& 1.!Develop!topics!that!are!simple!enough!for!a!student!to!explain!to!their!peers,! but!complex!enough!to!lead!to!discussion.! 2.!Develop!a!closure!activity!for!students!to!reflect!on!what!they!learned.!
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Steps:!
1.!Divide!students!into!groups!of!4!or!5.!
2.!Give!each!group!a!different!topic.! 3.!Groups!will!then!have!a!specific!time!limit!to!read,!research!and!discuss!their! topic.! 4.!Then!the!instructor!will!select!one!member!from!that!group!to!move!to! another!group!to!discuss!that!topic.! 5.!That!“expert”!will!explain!and!discuss!the!topic!to!the!new!group.!They!will! be!teaching!their!topic!to!a!group!who!has!not!studied!that!topic.!
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Disciplines:& Literature:!Groups!will!be!given!different!authors.!Then,!an!expert!from!each! group!moves!to!another!group!to!discuss!that!author.!Psychology:!Groups!will! be!given!different!theories.!Then!an!expert!from!each!group!will!move!to! another!group!to!discuss!that!theory.!
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Online:&
1.!Place!students!into!group!forums.! 2.!Give!each!forum!a!topic!and!a!deadline!for!discussion.! 3.!After!the!deadline,!have!one!student!move!to!another!group!forum!to! discuss!the!topic!with!the!new!group.! 4.!Students!can!use!web!pages!and!text!documents!to!discuss!the!topic.!
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& & CTLE& 28! !


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TESTdTAKING&TEAMS&
Reciprocal&Teaching&Technique& adapted&from&Barkley,&Cross,&and&Major&
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Purpose:&
To!enhance!knowledge!of!the!course!material!through!reflection!and! collaboration.!
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Instructor:& 1.!Prepare!an!exam!over!material!covered!in!the!classroom,!assigned!readings! and/or!assignments.! 2.!Determine!the!amount!of!time!for!the!individual!test!and!the!group!test.!
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Steps:&
1.!Place!students!in!groups!of!4!–!5.! 2.!Tell!them!to!review!for!their!exams.!Give!them!a!time!limit.! 3.!Give!students!an!exam!to!take!individually.! 4.!Students!will!submit!exams!to!instructor!to!be!graded.! 5.!Before!graded!exams!are!returned!to!the!student,!have!students!return!to! the!group!from!step!#!1.! 6.!As!a!group!the!students!should!come!to!a!consensus!of!the!answers.!These! answers!should!be!submitted!as!a!group!effort.! 7.!Both!individual!and!group!answers!will!be!graded.!The!exams!may!be! averaged!with!the!individual!exam!counting!as!two[thirds!and!the!group!exam! as!one[third!of!the!grade.!
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Disciplines:& Psychology:!After!the!assigned!reading!and!lecture,!students!are!told!to!come! to!class!with!questions!that!they!think!will!be!on!a!short[answer!exam.!The!first! ten!minutes!they!are!placed!in!groups!to!discuss!each!other’s!questions!and! review!for!the!test.!Students!will!then!take!the!test!individually!and!turn!into! the!instructor.!Then!students!are!allowed!to!take!the!test!with!their!group! members.!
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Online:&
1.!Essay!or!problem!solving!exams.!
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& & CTLE& 29! !


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THINKdALOUD&PAIR&PROBLEM&SOLVING&
Problem&Solving&Technique& adapted&from&Barkley,&Cross,&and&Major&
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Purpose:& Deepens!students!understanding!of!subject!material!as!student!must!formulate! ideas,!understand!the!sequence!of!steps!in!their!thinking!and!analyze!another! person’s!reasoning.!
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Instructor:& 1.!Create!problems!that!require!students!to!analyze!the!course!material.!
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Steps:&
1.!Place!students!in!pairs.! 2.!Explain!that!one!student!will!be!the!problem!solver!and!the!other!student! will!be!a!listener.! 3.!The!problem!solver!will!read!the!problem!aloud!and!talk!through!the! reasoning!process!in!attempting!to!solve!the!problem.! 4.!The!listener!is!to!encourage!the!problem!solver!to!think!aloud!as!they! describe!the!steps!to!solving!the!problem.!The!listener!cannot!solve!the! problem,!but!can!ask!clarification!questions!and!offer!suggestions.! 5.!Give!the!students!a!set!of!problems,!so!that!the!partners!can!switch!roles!for! each!problem.!
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Disciplines:& ESL:!Students!will!talk!aloud!explaining!diagramming!a!particular!sentence.! Computer'Programming:!One!student!will!explain!steps!in!programming.! Math:!One!student!will!walk!through!a!problem!aloud.!This!is!an!excellent! method!for!any!math!curriculum.!
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Online:&
1.!Place!students!in!pairs.! 2.!Give!the!problem!to!one!student!and!have!them!write!out!an!explanation!of! the!steps!in!solving!the!problem.!They!will!send!the!explanation!with!the! solution!to!their!partner.! 3.!The!partner!will!respond!with!corrections!or!comments.! 4.!Now,!give!a!problem!to!the!“listener”!and!have!them!do!step!#!2.!
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& & CTLE& 30! !


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SENDdAdPROBLEM&
Problem&Solving&Technique& adapted&from&Barkley,&Cross&and&Major&
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Purpose:&
Allows!students!to!analyze,!evaluate!and!synthesize!course!topics.!
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Instructor:&
1.!Determine!the!number!of!problems!that!you!will!need.! 2.!Staple!or!write!the!problem!on!the!outside!of!the!envelope.! 3.!Determine!the!amount!of!time!to!be!given!for!each!problem.!
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Steps:&
1.!Place!students!in!groups.!
2.!Give!each!group!one!envelope.! 3.!Students!will!read!the!problem!on!the!envelope!and!brainstorm!for!the! solution.! 4.!Then!one!person!from!the!group!will!write!the!group’s!solution!to!the! problem!and!place!it!in!the!envelope.! 5.!Then!the!envelopes!will!go!to!the!next!group,!so!envelopes!will!move!in!a! clockwise!or!counterclockwise!motion.! 6.!When!envelopes!have!moved!to!all!groups,!the!last!group!will!pull!out!all! solutions!and!discuss!the!solutions.!This!group!will!be!able!to!add!any! information!they!feel!is!lacking.!
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Disciplines:& Math:!Great!way!to!review!and!practice!math!problems.!Medical'areas:!Have! students!review!symptoms,!diagnose!and!recommend!treatment.!
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Online:& 1.!Place!students!in!groups.!These!groups!will!be!placed!in!protected[access! forums.! 2.!Give!each!group!a!problem.!The!groups!will!have!a!time!frame!to!discuss! problem.!
3.!They!will!then!send!their!solution!to!you.! 4.!You!will!send!their!problem!and!solution!to!another!group!that!will!have!a! time!limit!to!discuss!and!analyze!the!solution.!There!discussion!of!the!problem! can!then!be!posted!on!the!discussion!board!with!the!problem.!
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& & CTLE& 31! !


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Purpose:&
CASE&STUDY&&
Problem&Solving&Technique&& adapted&from&Barkley,&Cross,&and&Major&
To!bridge!the!gaps!between!theory!and!practice!and!reality.!Requires!students! to!analyze,!synthesize!and!to!evaluate.!
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Instructor:&
1.!Create!case!studies!that!can!be!real!or!hypothetical.! 2.!Write!the!case!to!be!distributed!as!a!hand[out.! 3.!Provide!clear!and!concise!explanations!of!what!you!expect!from!the!student.! &
Steps:&
1.!Place!students!in!groups.!
2.!Give!each!group!a!case!study.! 3.!Some!case!studies!may!require!a!short!time!of!discussion!within!a!class! period;!other!case!studies!may!require!a!few!weeks.! 4.!McKeachie!(2002,!p.200)!suggests!the!following!questions!to!guide!students:!
[ What!is!the!problem?!
[ What!might!have!caused!the!problem?!
[ What!evidence!can!be!gathered!to!support!or!discount!any!of!the!
hypotheses?!
[ What!conclusions!can!be!drawn?!What!recommendations?!
5.!Students!may!either!present!a!written!or!oral!case!study.!The!case!study! could!include!descriptions!of!observations,!assessment,!recommendations!for!a! decision,!and!an!evaluation.! 6.!Groups!may!provide!an!oral!explanation!of!the!case!study.!Teacher!and!other! classmates!will!discuss!case!study!and!group!presentation.!
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Disciplines:& Government:!Instructor!informs!students!of!two!countries!that!are!going!to! war.!Each!group!would!be!an!ambassador!with!the!responsibility!of!finding!a! diplomatic!resolution.!Each!group!would!have!to!find!support!to!provide!their! ambassador!with!the!best!arguments.!Each!group!presents!their!resolution!and! the!class!will!vote!on!the!best.!
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Online:& 1.!Organize!students!into!teams!and!provide!each!with!a!closed[access!forum.! 2.!Give!each!team!a!case!study!and!a!time!limit!to!present!their!analysis.! 3.!The!analysis!will!be!posted!in!the!whole!class!discussion!board.! 4.!After!all!case!studies!have!been!posted,!students!will!provide!comments!on! all!case!studies.!
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& & CTLE& 32! !


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STRUCTURED&PROBLEM&SOLVING&
Problem&Solving&Technique& adapted&from&Barkley,&Cross&and&Major&
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Purpose:& This!method!provides!students!with!a!simple!step[by[step!procedure!that! allows!them!to!think!in!sequence.!This!organized!thinking!requires!students!to! identify,!analyze,!and!solve!problems!in!steps.&
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Instructor:&
1.!Create!problems!that!require!problem[solving!skills.! 2.!Solve!the!problem!yourself!to!determine!if!steps!can!be!followed.! 3.!Develop!a!hand[out!with!the!problems!and!the!steps!needed!to!solve!the! problem.!
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Steps:&
1.!Place!students!into!groups.! 2.!Give!each!group!a!hand[out!with!a!problem!and!the!problem[solving!steps.! 3.!The!problem[solving!steps!may!include!these!from!The!Dewey!Six[Step! Problem!Solving!Technique,!(Luotto!&!Stoll,!1996),!pp.!91[92.!
[ Identify!the!problem.!
[ Generate!possible!solutions.!
[ Evaluate!and!test!the!various!solutions.!
[ Decide!on!a!mutually!acceptable!solution.!
[ Implement!the!solution.!
[ Evaluate!the!solution.!
4.!Groups!will!provide!an!oral!report!to!the!class.!They!will!read!the!problem! and!then!discuss!the!steps!they!followed!to!solve!the!problem.!
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Disciplines:& Music:!Students!are!given!the!initial!pages!of!a!musical!score!that!had!the!title,! composer,!and!opus!number!removed.!Students!are!required!to!find!the! missing!information!and!identify!the!composition.!Chemistry:!Students!were! given!the!problem!of!identifying!the!best!antacids.!After!a!lecture!on!acids!and! bases,!students!were!required!to!use!data!from!experiments!to!solve!the! problem.!
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Online:&
1.!In!private!chat!rooms,!instructor!will!give!each!group!a!problem!and! problem[solving!steps.! 2.!Groups!are!given!a!time!frame!for!their!discussion!of!the!problem.! 3.!One!member!from!each!group!will!post!the!group’s!problem!and!solution!on! the!general!discussion!board.! 4.!Students!will!make!comments!on!the!problems!and!solutions.!
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& & CTLE& 33! !


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ANALYTIC&TEAMS&
Problem&Solving&Technique& adapted&from&Barkley,&Cross&and&Major&
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Purpose:& Students!have!specific!roles!and!tasks!to!perform!when!reading!an!assignment,! listening!to!a!lecture,!or!watching!a!video.!These!activities!are!passive!and!do! not!require!the!students!to!be!actively!involved;!whereas,!with!analytic!teams,! students!become!actively!involved!and!thus!increasing!understanding!and! comprehension.!
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Instructor:& 1.!Determine!the!roles!that!you!plan!to!assign!each!group!member.! 2.!Examples!of!various!roles:!
[ Proponents:!List!the!points!you!agreed!with!and!state!why.!
[ Critics:!List!the!points!you!disagreed!with!or!found!unhelpful!and!
state!why.!
[ Example!Givers:!Give!examples!of!key!concepts!presented.!
[ Summarizers:!Prepare!a!summary!of!the!most!important!points.! [ Questioners:!Prepare!a!list!of!substantive!questions!about!the!
material.!
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Steps:&
1.!Assign!students!to!groups!of!four!or!five.! 2.!Give!each!student!an!assigned!role.! 3.!Present!the!lecture,!show!the!video!or!assign!the!reading.! 4.!Then!give!groups!a!time!limit!on!completion!of!their!discussion!and!written! or!oral!presentation.! 5.!Each!member!of!the!group!will!present!their!interpretation!from!the!view!of! their!role.!
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Discipline:&
All!Disciplines!
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Online:&
1.!Place!students!in!groups.! 2.!Each!group!will!be!given!an!assignment!(video!clip!or!reading).! 3.!Each!student!within!each!group!will!be!assigned!a!role.! 4.!Groups!will!be!in!private!forums!and!will!be!able!to!discuss!within!those! forums.! 5.!After!an!assigned!amount!of!time,!students!will!be!asked!to!place!their! interpretation!of!the!material!based!on!their!role!on!the!discussion!board.!
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& & CTLE& 34! !


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GROUP&INVESTIGATION& Problem&Solving&Technique&
adapted!from!Barkley,!Cross,!and!Major!
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Purpose:& This!method!is!an!in[depth!study!of!a!particular!area.!Students!will!work!as!a! group!following!a!series!of!steps!within!a!time!frame;!thus,!discouraging! plagiarism!associated!with!so!many!research!papers.!
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Instructor:& 1.!Prepare!the!parameters!of!research!topics!and!the!method!of!presentation! (written!paper,!CD[Rom,!PowerPoint!presentation,!oral!presentation,!a!model,! a!skit,!etc).! 2.!Decide!the!type!of!resources!you!will!accept!and!the!type!of!documentation! that!you!will!require.! 3.!You!may!want!to!assign!roles!to!each!group!member.!You!may!allow!students! to!assign!their!own!roles!within!the!group.!
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Steps:&
1.!Place!students!in!groups.! 2.!Groups!need!to!brainstorm!possible!topics!that!are!within!the!given! parameters.!
OR!
1.!Entire!class!will!discuss!possible!topics.! 2.!Topics!will!be!written!on!the!board!and!discussed!until!a!few!topics!remain.! 3.!Then!groups!will!be!selected!based!on!the!individual!student’s!interest!in!the! topic.! 4.!Groups!will!need!time!to!discuss!topic!and!determine!the!roles!of!each!group! member.!
5.!Groups!need!to!follow!steps!such!as:!
[ Determine!research!questions.!
[ Determine!the!goal!of!their!research.!
[ Determine!potential!sources!for!the!research!material.!
[ When!they!will!meet!next!and!how!they!will!communicate!and!what!
do!they!need!to!have!for!the!next!meeting.! 6.!Assign!students!a!time!limit!for!the!project!with!the!method!of!presentation!
for!the!final!report.!
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& & CTLE& 35! !


!
Disciplines:&
GROUP&INVESTIGATION&
Problem&Solving&Technique&
adapted!from!Barkley,!Cross,!and!Major! (Continued)!
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Biology:!Topics!such!as!the!invasive!weeds!in!the!Southern!states,!fire! management!in!National!Forests,!or!laws!protecting!rare!and!endangered!plant! species!are!presented.!Students!will!select!an!interesting!topic!and!that!group! will!follow!steps!listed!above.!
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Online:&
1.!Present!topics!on!the!discussion!board.! 2.!Have!students!select!one!topic.! 3.!Place!students!into!groups!according!to!topic!choice.! 4.!Assign!each!student!a!role!within!the!group.! 5.!Break!the!research!process!into!parts!requiring!portions!or!update!on! progress!due!at!certain!times!with!a!date!for!the!final!paper!to!be!posted! online.!
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& & CTLE& 36! !


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AFFINITY&GROUPING&&
Graphic&Information&Organizer&Technique&& Adapted&from&Barkley,&Cross,&and&Major&
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Purpose:& Enables!students!to!identify!and!classify!the!components!of!a!complicated! topic.!
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Instructor:&
1.!Develop!complex!topics!on!from!course!curriculum.! 2.!Determine!physical!area!so!that!students!can!work!on!flat!surfaces!moving! index!cards!or!slips!of!papers.!Students!may!also!use!flip[chart!paper!posted!on! walls.!
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Steps:& 1.!Distribute!index!cards,!slips!of!paper,!or!sticky!notes.!Each!student!will!need! several!for!the!brainstorming!activities.! 2.!Give!the!students!the!topic!to!be!discussed.! 3.!Place!students!into!groups!and!give!them!the!time!limit!for!discussion.! 4.!Ask!each!student!to!silently!brainstorm!ideas!concerning!the!topic!on!an! individual!basis.!They!should!write!one!idea!per!slip!of!paper.!Students!should! write!at!least!a!minimum!of!five.! 5.!One!group!member!should!collect!the!cards!or!sticky!notes,!mix!them!up!and! spread!them!out!on!a!flat!surface.! 6.!Have!groups!discuss!and!arrange!the!cards!or!notes!into!related!groups.! 7.!Have!students!create!a!title!or!heading!for!each!grouping!that!best!describes! the!theme!of!each!group!of!items.!
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Discipline:& All'Disciplines:!Great!method!to!teach!students!how!to!code!qualitative!data.! English:!Composition!course!uses!Affinity!Grouping!to!help!students!brainstorm! and!organize!ideas!for!writing!assignment.!Students!can!brainstorm!conflicts! between!characters,!or!developments!in!the!plot!of!a!novel.!
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Online:&
1.!Have!students!write!ideas!and!develop!a!title!for!their!ideas.! 2.!Students!will!post!titles!and!ideas!onto!the!discussion!board.! 3.!Students!will!review!the!list!of!titles!and!read!the!postings!of!their! classmates.!
4.!Students!will!then!reply!with!suggestions!for!groupings.! 5.!Instructor!will!use!the!editing!function!of!the!discussion!board!to!move!the! titles!as!suggested!by!the!students.!
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& & CTLE& 37! !


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GROUP&GRID&
Graphic&Information&Organizer&Technique& adapted&from&Barkley,&Cross&and&Major&
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Purpose:& Helps!students!learn!and!remember!a!large!number!of!new!terms,!equations! and!any!information!that!belongs!in!categories.!
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Instructor:&
1.!Determine!course!information!that!can!be!categorized.! 2.!Create!a!grid!with!horizontal!columns!and!vertical!columns.! 3.!Write!out!a!list!of!items!that!belong!in!each!category.! 4.!Write!topics!for!columns!to!guide!students.!
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Steps:&
1.!Place!students!in!groups.!
2.!Distribute!blank!grid.!
3.!Have!students!complete!the!grid.!
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Disciplines:& Anthropology:!Create!a!grid!with!the!following!across!the!top:!name!of!the!site! where!the!fossil!was!found,!the!estimated!age!of!the!fossil,!the!material!of!the! fossil,!and!the!year!that!it!was!found.!In!the!left!column,!write!the!fossil! designation!(Hexian,!Zhoukoudian!and!Lantian).!Students!will!fill!in!the! information!completing!the!grid.!Business:!To!help!students!organize!and! evaluate!the!arguments!for!different!decisions,!ask!teams!to!construct!and!fill! out!a!simple,!two!column!pro[and[con!grid!for!key!topic!areas!in!the! introductory!business!course.!
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Online:&
1.!Place!students!in!groups.! 2.!Send!students!a!blank!grid!as!an!e[mail!attachment.! 3.!Provide!students!with!a!time!format!to!work!on!the!grid.! 4.!Then!have!each!group!post!their!completed!grids!for!entire!class!to!view!OR! you!may!have!the!groups!send!you!their!completed!grid!to!you!and!you!will! grade!each!grid!individually.!
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& & CTLE& 38! !


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TEAM&MATRIX& Graphic&Information&Organizer&Technique&
adapted&from&Barkley,&Cross,&and&Major!
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Purpose:& Students!differentiate!between!concepts!by!determining!whether!criteria!are! present!or!not.!Students!will!identify!and!make!critical!distinctions!of!related! concepts.!
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Instructor:& 1.!Select!two!or!three!related!concepts!from!your!course!curriculum.! 2.!Identify!and!list!the!features!that!differentiate!the!concepts.! 3.!Create!a!matrix!with!the!concepts!in!the!top!row,!and!either!the!categories! for!comparison!or!the!identifying!features!in!the!left!column.! 4.!Create!a!blank!matrix!for!students!to!complete.!
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Steps:&
1.!Pair!your!students.!
2.!Distribute!the!blank!matrix.! 3.!Students!will!complete!the!matrix!with!their!partner.! 4.!Give!students!a!time!frame!for!completion.!
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Disciplines:& History:!Students!differentiate!and!analyze!the!economics,!politics,!and! formulation!of!policy!from!the!two!states’!viewpoints.!Child'Development,' Education'or'Child'Psychology:!Students!organize!the!characteristics,!stages,! and!timing!of!normal!development!at!various!age!levels.!Use!the!matrix!to! record!data!of!physical,!social!emotional,!intellectual!and!language! development!in!children!they!observe.!
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Online:&
1.!Send!matrix!as!an!e[mail!attachment.! 2.!Groups!will!work!on!matrix!within!a!certain!time!framework.! 3.!Students!will!send!completed!matrix!to!instructor!or!post!for!classmates!to! view.!
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& & CTLE& 39! !


!
SEQUENCE&CHAINS&
Graphic&Information&Organizer&Technique& adapted&from&Barkley,&Cross&and&Major&
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Purpose:& Requires!students!to!analyze!and!depict!graphically!a!sequence!of!events.! Students!will!produce!a!visual!map!of!the!logic!within!a!series.!
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Instructor:& 1.!Decide!the!information!or!items!students!should!organize!into!a!sequence.! 2.!Determine!if!students!will!generate!the!list!of!items!to!be!organized!or!if!you! will!provide!a!jumbled!list!for!them.!
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Steps:&
1.!Place!students!in!groups.! 2.!Provide!students!with!a!timeframe!for!completing!work.! 3.!Distribute!the!list!of!scrambled!items!OR! Provide!students!with!an!explanation!of!how!to!generate!their!own!list!of!items.! 4.!Groups!may!then!draw!their!sequences!on!flip[chart!paper,!then!post!these! around!the!room!and!have!students!wander!around!to!look!at!other!teams’! solutions.!
5.!Groups!may!then!explain!their!sequences.!
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Disciplines:& Geography:!Have!students!organize!both!the!progression!of!events!and!the! interconnectedness!of!people!and!places!through!converging!processes!of! geological,!cultural,!economic,!and!political!change.!Example:! Fill!in!a!flow!chart!on!the!sequence!of!events!describing!how!a!Pacific!high! island!is!created!and!then!transformed!into!a!low!island.!Computer' Programming:!Place!students!in!pairs!with!one!partner!works!through!the!steps! of!a!program!on!the!computer!while!other!partner!writes!out!the!directions!in! simple,!clear!language.!Then!partners!will!switch!places!until!all!phases!have!a! sequential!list!of!directions!written!in!language!they!understand.!
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Online:&
1.!Place!students!in!pairs.! 2.!E[mail!students!a!scrambled!list!of!items!to!place!in!sequence!using! information!from!the!text!or!from!information!that!can!be!found!on!the!Web.! 3.!Give!students!a!week!or!longer!to!develop!a!sequence!of!the!material!and! send!to!you.!
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& & CTLE& 40! !


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WORD&WEBS&
Graphic&Information&Organizer&Technique& adapted&from&Barkley,&Cross&and&Major&
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Purpose:& This!technique!helps!students!analyze!a!complex!concept!by!breaking!it!down! into!component!parts!and!clarifying!the!relationships.!
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Instructor:&
1.!Determine!a!concept!for!students!to!map.! 2.!Determine!the!central!word,!phrase!or!question!to!be!given!as!a!beginning.! 3.!Decide!what!to!use!for!as!a!shared!writing!space!(flip!charts!or!large!sheets!of! paper).!
4.!Collect!colored!markers!for!students!to!use.!
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Steps:&
1.!Place!students!in!groups.!
2.!Give!the!concept!that!is!to!be!mapped!to!class.! 3.!Distribute!the!writing!materials.!
4.!Explain!the!process!to!students.!
5.!Have!students!to!brainstorm!the!concept.! 6.!Have!students!to!write!a!list!of!terms!and/or!phrases!that!express!main!ideas! and!supporting!details!of!the!concept.! 7.!Have!students!sketch!a!diagram!starting!with!the!central!idea!and!then!have! add!primary,!secondary,!and!tertiary!associations.! 8.!Then!have!students!connect!the!related!items!by!drawing!lines!and!arrows!to! show!the!connections.!
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Disciplines:& History:!Groups!were!given!the!concept!of!“WWII’s!effects!on!the!continental! United!States”.!One!group!identified!women,!education!and!the!economy!as! core!ideas.!Then!students!identified!and!graphed!details.!Under!education,!the! students!listed!affordable!higher!education!for!returning!soldiers.!
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Online:& 1.!Software!packages!that!assist!in!the!development!of!concept!maps!might!be! useful!for!this!technique.! 2.!Word!processing!software!that!includes!drawing!tools,!with!each!person! adding!links!in!different!colored!fonts.!!
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*This$technique$may$be$difficult$to$do$as$an$online$activity.$
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& & CTLE& 41! !


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DIALOGUE&JOURNALS&
Collaborative&Writing&Technique& adapted&from&Barkley,&Cross&and&Major&
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Purpose:& Excellent!method!of!having!students!record!their!thoughts!and!ideas!about!an! assignment!or!course!information!in!a!lecture.!This!allows!students!to!analyze! and!condense!course!information.!When!journals!are!exchanged!and!peers! read!the!comments,!then!students!are!encouraged!to!discuss!and!explain! course!material.!
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Instructor:& 1.!Determine!parameters!for!this!exercise.!When!will!journals!be!written?!How! will!the!journals!be!exchanged?!What!will!be!the!roles!of!the!students!(critic!or! coach?)?!Will!journals!be!typed!and!e[mailed?!Will!journals!be!written!in! notebooks?! 2.!Develop!a!hand[out!that!will!explain!the!specifics!concerning!the!journal! writing.! 3.!Develop!topics.!Will!students!write!on!specific!course!topics?!Will!students! be!allowed!to!write!and!comment!on!any!material!in!the!assignment!or!lecture?! &
Steps:& 1.!Have!students!draw!a!vertical!line!about!1/3!of!the!page!from!the!right! margin.!The!writer!writes!on!the!left!side!of!the!paper.!The!responder!will!write! on!the!right.! 2.!The!writer!will!write!comments!or!questions!after!reading!an!assignment!or! listening!to!a!lecture.!Have!the!student!date!and!sign!the!entry.! 3.!The!writer!will!give!the!journal!to!the!responder.!The!responder!will!read!and! respond!with!comments,!suggestions,!answers,!questions!and!date!and!sign!the! entry.!
4.!You!may!then!allow!the!peers!to!discuss!the!entry!and!the!response.! 5.!Instructor!may!read!the!journals!and!comment!on!content!of!entries.!
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& & CTLE& 42! !


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Disciplines:&
DIALOGUE&JOURNALS&
Collaborative&Writing&Technique& adapted&from&Barkley,&Cross&and&Major& (Continued)&
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Courses'using'videos:!Have!students!write!in!their!journals!comments! concerning!specifics!of!the!film!and/or!how!they!felt!the!film!enhanced!their! understanding!of!the!course!material.!Other!students!would!respond!and! instructor!could!grade!both!entries.!Political'Science:!Select!pairs!for!the! semester.!Each!week!partners!will!alternate!finding!articles!on!current!political! events.!Students!will!then!alternate!role!of!writer!and!responder.!They!will! explain!and!elaborate!on!article!using!language!and!theories!of!political!science.! !
Online:&
1.!Form!pairs!at!the!beginning!of!the!semester.! 2.!Create!a!private!forum!for!each!pair.! 3.!The!writer!will!send!their!journal!entry!to!their!partner!as!an!e[mail! attachment.! 4.!Responder!will!add!comments,!suggestions,!and!questions!in!a!different!font,! color,!or!in!capital!letters.! 5.!Entry!will!then!be!submitted!to!instructor!for!assessment!and!evaluation.!
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& & CTLE& 43! !


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ROUND&TABLE&
Collaborative&Writing&Technique& adapted&from&Barkley,&Cross&and&Major&
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Purpose:& Responding!to!a!prompt!by!writing!one!or!two!words!or!phrases!encourages! students!to!comprehend,!analyze,!and!condense!key!components!of!a!reading! assignment!or!lecture.!This!technique!requires!equal!participation!among!group! members!and!allows!students!to!consider!the!viewpoints!and!ideas!of!their! group!members.!
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Instructor:&
1.!Develop!some!prompts!that!will!encourage!comments.! 2.!Write!the!prompts!on!the!top!of!a!sheet!of!paper.!These!will!be!distributed!to! the!groups!and!students!will!write!their!comments!on!the!blank!portion!of!the! page.!
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Steps:&
1.!Place!students!in!groups!of!four.!
2.!Distribute!the!pages!with!the!prompts.! 3.!Give!students!a!time!allotment!for!completion!or!when!all!students!have! participated,!the!activity!is!over.! 4.!Select!student!that!will!begin.!The!entry!will!be!passed!to!each!member!in!a! clockwise!rotation!with!each!student!writing!words,!sentences!or!phrases.! 5.!Explain!that!the!first!student!will!write!as!rapidly!as!possible!and!then!read! the!response!to!the!group.!That!will!allow!other!group!members!time!to!think! about!their!response.! 6.!The!paper!will!be!passed!to!the!next!student,!who!follows!the!same!steps....! (write!response!and!then!read!prompt!and!the!previous!response!and!their! response!aloud).! 7.!Have!one!group!member!read!prompt!and!all!responses!aloud!to!class.!
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Disciplines:& Macro'Economics:!Reserve!the!last!15!minutes!of!a!class!for!Round!Table.!Place! students!in!groups!of!four!and!have!students!to!respond!to!“Write!down!the! muddiest!point!or!the!questions!you!still!have!regarding!the!determination!of! national!income!and!employment”.!Collect!the!papers.!Then!determine!the! points!that!students!find!difficult!and!those!that!still!confuse!the!students.!
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Online:& 1.!Ask!groups!to!generate!responses!in!threaded!discussions!in!such!a!way!that! each!member!posts!one!comment!until!each!student!has!posted.!The!value!of! the!Round!Table!is!that!each!student!may!post!only!once!allowing!everyone!a! posting.!
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& & CTLE& 44! !


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DYADIC&ESSAYS&
Collaborative&Writing&Technique& adapted&from&Barkley,&Cross&and&Major&
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Purpose:& Allows!students!to!identify!the!main!topics!of!a!lecture!and!question!the.! material.!Encourages!the!writing!and!answering!of!essay!questions.!
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Instructor:& 1.!Develop!instructions!for!teaching!students!how!to!write!a!good!essay! question.! 2.!Write!a!hand[out!with!guidelines!and!sample!questions!and!answers.!This! provides!students!with!an!example!of!the!level!of!complexity!that!you!require.!
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Steps:& 1.!Discuss!the!components!of!a!good!essay!question!and!answer.!You!may!want! to!have!the!entire!class!work!with!you!as!you!write!an!essay!question!and! answer!on!the!board!or!overhead.!Then!distribute!the!hand[out!on!essay! questions!that!you!developed.! 2.!Assign!students!to!write!an!essay!question!over!a!lecture!or!assignment!for! homework.! 3.!Students!will!answer!their!essay!question!on!a!second!sheet!of!paper.! 4.!They!will!bring!these!to!class.! 5.!Place!students!in!pairs.!The!pairs!will!exchange!essay!questions!and!write!a! response.!
6.!Students!will!then!trade!answers!and!discuss!their!responses.!
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DYADIC&ESSAYS&
Collaborative&Writing&Technique& adapted&from&Barkley,&Cross&and&Major& (Continued)&
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Disciplines:& Biology:!On!major!topic!areas!have!students!write!an!essay!question!and! answer.!A!suggested!topic!could!be!“Describe!the!structure!of!the!two!basic! cells!categories!and!explain!how!the!categories!are!similar!and!different.”&Allow! thirty!minutes!per!week!of!class!time!for!students!to!exchange!questions!and! use!their!texts!and!notes!to!answer!the!questions!and!then!to!respond.! Students!should!then!submit!their!questions!and!answers!to!you!for!a!grade.! You!may!find!some!questions!to!be!used!on!your!exams.!English'Literature:! After!watching!a!video!of!Maya!Angelou!read!her!work,!“I!Know! Why!the!Caged!Bird!Sings”,&students!can!develop!an!essay!question!about!the! work!and!write!a!response.!Have!students!exchange!questions!and!write! response!in!class!the!next!day.!
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Online:&
1.!Place!students!in!pairs.! 2.!Give!a!time!frame!for!students!to!post!a!question.!Their!partner!will!respond.! 3.!Then!original!students!who!wrote!question!will!write!their!response.! 4.!Students!will!discuss!each!response!and!provide!comments!and!comparisons.!
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PEER&EDITING&
Collaborative&Writing&Technique& adapted&from&Barkley,&Cross&and&Major&
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Purpose:& Allows!students!to!develop!their!evaluation!skills!of!poor!and!good!writing!to! enhance!their!own!writing!skills.!Also!provides!students!an!opportunity!to! improve!their!papers!before!submitting!the!paper!for!a!grade.!
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Instructor:& 1.!You!must!develop!a!Peer!Review!Form!that!lists!the!elements!that!students! need!to!be!looking!for!when!critiquing!writings.! 2.!You!will!need!to!discuss!with!students!the!elements!and!other!factors!that! they!need!to!be!aware!of!when!making!constructive!editorial!comments.!
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Steps:&
1.!Place!students!with!a!partner.! 2.!Partners!will!take!turns!discussing!their!ideas!for!their!paper.!The!partner! listening!will!take!notes!and!asks!questions!and!make!suggestions.! 3.!Each!student!will!research!material!for!their!paper,!but!will!be!responsive!to! material!for!partner’s!paper.!
4.!Students!write!their!own!papers!individually.! 5.!Students!will!exchange!their!completed!first!draft!with!their!partner.!Partners! will!write!comments!and!critiques!on!the!paper!and!rate!the!paper!with!a!Peer! Review!Form.!
6.!Students!will!correct!and!rewrite!their!own!paper.! 7.!Students!will!attach!the!Peer!Review!Form!to!their!final!draft!and!submit!for! grading.!
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Disciplines:& Philosophy:!Instructor!asked!students!“What!is!the!difference!between! appearance!and!reality?”!Student!partners!were!told!to!discuss!and!then!each! select!a!philosopher!they!had!studied!in!class!on!how!that!philosopher!had! approached!that!topic.!Students!were!given!time!in!class!to!exchange!papers! and!edit!each!other’s!papers.!
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Online:&
1.!Students!can!e[mail!their!papers!to!their!partner.! 2.!Partners!can!e[mail!back!their!comments!and!critique!using!Peer!Review! Form.!
3.!Final!papers!can!be!submitted!to!you!with!the!Peer!Review!Form!as!an! attachment.!
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